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The Nature of Instructional Supervision

This document discusses instructional supervision, its goals, and how it is linked to professional development and teacher evaluation. It defines instructional supervision as a dynamic process focused on improving teaching and learning conditions. The goals of supervision include formulating educational objectives and methods, evaluating student and teacher growth, and providing leadership to teachers. Supervision is characterized as a collaborative process to help teachers improve learning. It is interconnected with professional development, which can include action research and mentoring, and teacher evaluation through observations and conferences. The overall aim is continuous, cooperative improvement of instruction.

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Definitions and Goals LinkageOf Instructional Supervision Professional Development Teacherevaluation
Definitions and Goals
Instructional Supervision is a dynamic growing process that is occupying an increasingly important role in the school. “An expert technical service primarily concerned with and improving conditions that surrounds learning and pupils growth”. - Barr, Burton, and Brueckner 1947
Is a specialized function which Involves leadership in studying ,improving , and evaluating teaching-learning situations and the conditions that affect both teaching and learning. A process of bringing about the improvement of instruction by working with pupils. It is a process of stimulating growth as a means of helping teachers to help themselves. Crow and Crow 1947, to supervise is to: • To criticize • To evaluate • To appraise or to praise • the stimulation of professional growth and development of teachers, • the selection and revision of educational objectives, material of instructions and methods of teaching; • and the evaluation of instruction.” (Dictionary of Education) (3:176). ”All efforts of designated school officials towards providing leadership to teachers and other educational workers in the improvement of instruction; involves
“Supervision is the glue that holds a successful school together… a process by which some persons or group of people is responsible for providing link between individual teacher needs and organizational goals that individuals within the school can work in harmony toward their vision of what the school should be.” - Glickman, 1990 Instructional supervision is a professional, continuous and cooperative process for the improvement of instruction. It is characterized by guidance, assistance, sharing of ideas, facilitation, or creation to help teachers improve learning situation and quality of learning in the schools. It is hand holding for a professional colleague by a supervisor or instructional leader who possesses superior knowledge and skills and who work collaboratively I a school environment that nurtures the development of professional learning community.
Goals Formulation of the aims, objectives, and purposes to be achieved Selection and organization of subject matter to be taught. The selection of methods and techniques by which the subject matter is taught. Evaluation of growth of the child and the improvement of the teacher.
Interconnectivity of Instructional supervision, Professional Development Teacher Evaluation
Professional Development • Teacher Action Research • Self-directed learning • Problem-based learning • Job Embedded learning Cycles of Supervision Pre-observation Conference Teaching observation Post Conference Mentoring , Induction, study groups, Learning clusters Teacher Evaluation • NCBTS – TSNA • CB - PAST Individual Goal Setting (IPPD) Cycles of peer directed / initiated supports and Differentiated forms of supervision (collaborative , self-directed) Coupled with Linked to and auxiliary process for extended growth
“the improvement of teachers is not much a supervisory function in which teachers participate as it is a teacher’s function in which supervisors cooperate.” - Wiles (1950) Thank You!!